Douglas Ander, MD
Emory University School of Medicine
Douglas S. Ander, MD is a Professor of Emergency Medicine and Assistant Dean of Medical Education at Emory University School of Medicine. He served as the Director of the Emory Center for Experiential Learning which is Emory’s Clinical Skills and Simulation Center. He has been dedicated to Interprofessional Education for greater than 10 years and serves as the Emory School of Medicine liaison to the Academic Health Programs.
Presenting at the Nexus Summit:
In the fall of 2018, approximately 600 students from across several disciplines at Emory University participated in a team training event. The purpose of the event was to provide education for the use of SBAR (Situation, Background, Assessment, and Recommendation) as a communication tool to improve healthcare outcomes. The overarching aim of the study was to assess whether the education and small group practice using SBAR improved communication among various disciplines. Additional goals were to determine whether students (1) collaborated more effectively in planning patient care, (2)…
To combat medical error and improve communication, training programs have begun to implement curricula that encompass all members of the care team. Communication failures are a major factor in medical errors. Structured communication tools such as the situational briefing tool, “Situation, Background, Assessment, Recommendation” (SBAR) has been suggested as a model to structure clinical communication. Effective training of health professions students is important as these students transition into clinical practice. We plan on describing a SBAR training program and assessment of this program…
Communication failures have been estimated to be a major factor in many healthcare errors. During the transfer of information between providers, inadequate communication of vital information can occur. Standardized communication is one means of improving safety during this transfer of information. One commonly used tool is the situational briefing tool, “Situation, Background, Assessment, Recommendation” (SBAR). The purpose of this study was to design and develop a reliable, defensible instrument to assess SBAR skills among our health profession students. The initial draft of the rubric…
The creation of effective interprofessional education requires strategic development of health profession training curricula. An understanding of attitudes and perceptions surrounding medical errors will inform the design of interventions and educational strategies most suitable for healthcare providers. The purpose of this study was to describe the reactions of first-year health profession students to a real-life medical error scenario using a unique approach reflecting on a video describing medical errors. We hypothesized that we would detect differences in reactions between disciplines.…